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School Improvement Plan - PL221 Version - 2009-2012

May 22, 2009 12:54:05

Willard J Gambold Middle School (5608)

Indianapolis Public Schools

Indianapolis, IN

This plan will be revised annually. Updates may be found each June at http://www.asainstitute.org/publicsip. The plan wasdeveloped with assistance from the:

Indiana Student Achievement Institute931 25th StreetColumbus, IN 47201Phone: 812-669-0009Email: [email protected]: http://www.asainstitute.org

http://www.asainstitute.org/publicsip

Table of Contents...................... 3School Improvement Plan Introduction........................... 4Reviewer Guide.................... 5Who Wrote this School Improvement Plan?........................... 6Vision Statement........................... 8Academic Goals........................... 11Areas of Concern............................. 13Strategies......................... 16Professional Development............... 25Relationship Report -- Areas of Concern / Strategies / Data Targets.......................... 32Force Field Excerpt............................ 33To-Do List....................... 62Continuous Improvement Timeline

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School Improvement Plan IntroductionWillard J Gambold Middle School

This school improvement plan was developed using a vision-based and data-driven process called Vision-to-Action that wasdeveloped by the Indiana Student Achievement Institute. In addition to containing the strategies our school and communityidentified as key to raising student achievement and closing achievement gaps in our school, this plan contains strategies that meetthe expectations of:

Indiana Student Achievement InstitutePL221Title I SchoolwideNCASchools in Improvement (NCLB)

Participation

The following people were involved in developing this School Improvement Plan

Teachers Students Parent representatives Community representatives

Process

Those involved in developing this School Improvement Plan participated in a series of discussions related to the Vision-to-Action steps:

1. Establish a local culture of high expectations 2. Create a common vision for student success 3. Analyze achievement data and set realistic data targets for each of the next three years 4. Analyze force field data and identify concerns within the following areas.

Academic expectations Curriculum content Instructional practices Classroom assessment

Extra help Student guidance Learning environment

5. Research strategies to address our concerns and select high-leverage strategies to implement 6. Develop a to-do list for each strategy

Using Data for Decision-Marking

The Vision-to-Action process relies heavily on data as a foundation for decision-making.

1. Achievement Data – To what degree are students prepared for success at the next educational level, and ultimately for successin postsecondary education and a global economy?

2. Force Field Data – What conditions in the school and community interfere with high student achievement? 3. Strategy Data – Is the strategy having the desired impact on adults and students?

Implementation Next Year

Our work next year will be guided by the to-do list that we have developed for each strategy. We will also maintain anImplementation Binder for each strategy that contains the following documents:

1. Strategy Plan 2. Evidence that the strategy was implemented 3. Progress reports (containing strategy evaluation data)

Questions about the School Improvement Plan should be directed to the building principal.

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Reviewer GuideIndiana Public Law 221

The following table directs the reviewer to the section of the School Improvement Plan PDF File that contains each componentrequired by Indiana Public Law 221. An expanded copy of the School Improvement Plan containing the actual data used in thecreation of this School Improvement Plan may be found at www.asainstitute.org/publicsip. During the implementation of this plan,the school will be able to present a "School Improvement Implementation" binder including documentation that the strategiesdescribed in this plan were implemented as planned.

PL221 REQUIREMENT Required Location in this Plan

1 Description and location of curriculum Force Field Excerpt *

Titles and descriptions of assessment instruments to be used in additionto ISTEP+

Force Field Excerpt *

2 Statement of mission, vision, or belief (suggested but not required) Vision Statement

3 Summary of data derived from an assessment (implied but not required)

May be obtained from the school’s onlineSchool Improvement Plan at www.asainstitute.org/publicsip

4 Conclusions about the school curriculum, instructional strategies, andstudent achievement (implied but not required)

May be obtained from the school’s onlineSchool Improvement Plan at www.asainstitute.org/publicsip

Conclusion - Parent involvement Strategy Summary (Strategy A)

Conclusion - Technology as a learning tool Strategy Summary (Strategy B)

Conclusion - Safe and discipline learning environment Strategy Summary (Strategy C)

Conclusion – Professional development Professional Development

5 Goal – Attendance rate Strategy Summary (Strategy D)

Goals - % meeting ISTEP Standards Academic Goals

Goals - % graduating (high schools only) Academic Goals

6 Specific areas where improvement is needed immediately Academic GoalsAreas of ConcernStrategies

7 Benchmarks for progress Academic Goals

8 Academic Honors Diploma and Core 40 – course offerings Strategy Summary (Strategy E)

Academic Honors Diploma and Core 40 – encouragement Strategy Summary (Strategy F)

9 Proposed interventions / strategies (suggested but not required) Strategy Summary (All strategies)

10 Professional development that a) emphasizes improvement of studentlearning and performance, b) supports research-based, sustainableschool improvement efforts, c) aligns with the core principles ofprofessional development, includes methods to improve culturalcompetency.

Professional Development

11 Statutes and rules to be waived Force Field Excerpt *

12 Three (3) year time line for implementation, review, and revision Continuous Improvement TimelineTo-Do List

13 Exceptional Learners – Gifted ** Strategy Summary (Strategy G1)

14 Exceptional Learners – Special Education ** Strategy Summary (Strategy G2)

* The full Force Field Report may be obtained from the school’s online School Improvement Plan at www.asainstitute.org/publicsip** In 2006 DOE began asking schools to report how they were addressing the needs of exceptional learners on the DOE SchoolImprovement Plan Review and Revise Report. Therefore, InSAI requires schools to create strategies to meet the needs of"exceptional learners." DOE defines exceptional learns as both "gifted" and "special education" students.

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Who Wrote this School Improvement Plan?Many individuals were involved in the creation of this school improvement plan. The Steering Team facilitated discussions involvingall teachers, all students, and community representatives including parents. Once these groups came to consensus on the DataTargets, Areas of Concern, and Strategies, strategy chairs and task forces were established to 1) develop a comprehensiveimplementation plan and 2) ensure that the plan is implemented next year.

Steering TeamLon Amstutz - Administrator Caryn Atwood - Teacher Tosha Browning - Parent/Guardian James Cullen - School Nancy Jarrell - School Counselor Yvonne Rambo - Administrator Edwina Suit - Administrator Charles Swink - Teacher (Media Specialist) Pat Thomas - Teacher

Strategy ChairsLeslie Barrick Tosha Browning James Cullen Janet Hughes Nancy Jarrell Rachel Maldonado Stephanie Parido Lynne Secondino Kathryn Spangler Delores Townsend

Community CouncilAlberta Aguilar Latonya Gaither - Service Center Manager Ronnie Green - General Manager John May - General Manager Sabrena Nguyen Charles & Cindy Nice Shannon Penman Matthew Raibley - Catering & Special Events Manager Dauntee Reynolds - Director Cissi Sherlock - Community Representative Nelson Silva - Home School Liaison Stephanie Smith - Manager Val Tate - Neighborhood Development Specialist Antoinette White Michael & Norma Wotring

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Vision StatementThe Vision Statement was developed by all teachers, all students, and members of the community. The foundation of the statementidentifies the core convictions upon which this school improvement plan is built and answers the question, "What do our studentsdeserve in order to be successful learners, responsible citizens, and productive members of a global economy?" The second part ofthe vision statement describes ideal adults who are striving to provide students with the things they deserve. The third part of thevision statement describes the ideal students in a school and community where adults live by their convictions. The last part of thevision statement includes ideal data that represent the community’s dreams. This lofty data serves as the focal point for theremainder of the school improvement plan and requires the school and community to work toward every student succeeding at ahigh level.

We believe all students deserve:

adult concern for their mental and emotional well being, a safe learning environment, respect, to be able to read, positive socialinteractions and opportunities, to be computer literate, exposure to a variety of technology in the classroom, challenging andrigorous classes, standards based curriculum, to know what is expected of them academically and behaviorally, a well roundedcurriculum and a variety of classes, a quality learning environment with additional educational opportunities, to be heard, quiet time,educational accommodations and extra help if needed, access to original documents and authentic materials, rewards andcelebrations for success, family and friends who care and support them, to be able to express themselves through writing andspeaking, physical activity and field trips, discipline, consequences, to be held accountable, the materials needed to learn, andadults in their lives that are ethical, dedicated, supportive, and caring.

All adults in our community are living by these core convictions daily and as a result, show the following attitudes and actions:

All adults in our community believe all students are capable of learning, that every student must continue their education after highschool, expect all students to have challenging and rigourous course work. All adults of our community are supportive, caring, listento, and respect all students. They are willing to do "whatever it takes" to help all students achieve success and celebrate successeswith students.

TEACHERS who believe smile, teach students, enjoy their jobs and can’t wait to get to school. They reward students for positivebehavior and provide positive feedback often. They maintain contact with parents, team members, and students. Teachers arefriendly, knowledgeable about content area, honest, respectful, and good listeners that give students a chance to expressthemselves. They wait until everyone is quiet to speak, make instructions simple, and are attentive to the needs of their students.They recognize their students and follow the golden rule by speaking and treating students the way they would want to be treated.Teachers provide challenging, grade level appropriate, rigourous instructions to their students, plan fieldtrips, monitor the hallwaysand their classroom, use the computer lab and other forms of technology, are available after school, visit the library and provideplenty of reading materials and opportunities for students. They take pride and show ownership in school projects by volunteeringoften, maintain self-control, remain open-minded, and set high expectations for themselves and their students. Teachers living bytheir core convictions give consequences, give praise, give lectures, give homework, and give of themselves from the heart.

PARENTS AND CARETAKING ADULTS in the community are positive and supportive of students and Gambold Middle School.They participate in school programs, volunteer at school when possible, attend conferences, and maintain contact with teachers.They monitor homework and ensure it is completed nightly, and return correspondence to school in a timely fashion. They read withstudents and encourage good reading habits. They work in conjunction with the their student’s teachers to ensure their child ismastering the Indiana Academic Standards for their grade level. They believe have high expectations of all students, believe everystudent deserves successful mastery of grade level content, and work towards planning for their student’s education beyond highschool.

In this environment where all adults are living by their core convictions, all students:

follow directions the first time they are given, dress appropriately and don’t "sag". They stay in school and go to class on time. Theyuse proper language, show respect for all the adults in the community and use a respectful tone of voice and don’t use profanity inschool. They learn to read and write grade level appropriate materials and read for school and personal enjoyment. They don’t fight,don’t hit, don’t cause disruptions of the learning process for any student, and walk on the right hand side of the hall. They showpride in the school and believe every student deserves to master the Indiana Academic Standards for their grade level. They turn inassignments on time, do homework, bring books and supplies to class, ask for extra help if needed, and go to turtoring if required.Students living by their core convictions have high expectations for themselves, set goals for educational success beyond highschool, are self-disciplined, and have respect themselves, others, and the learning process.

As a result of these efforts, our school’s student achievement data is as follows:

% of students who pass ISTEP LANGUAGE ARTS: 100% % of students who pass ISTEP MATH: 100% % of students who pass NWEA in the spring: 100%

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% of students who pass NWEA in the fall: 100% % of students who pass to next grade with mastery of grade level material: 100% % of students who pass SRI with a lexile of grade level or better: 100%

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Academic GoalsAfter analyzing longitudinal data that was disaggregated by the student groups identified in No Child Left Behind, teachers,students, parents, and community members identified achievement data targets for the next three years. These targets representacademic areas (subjects) which we wish to improve and specific groups of students we have targeted for improvement (e.g. 6thgraders). Our vision data represents our "dream" for all students. The data targets listed below each school year represent realisticsteps toward that dream.

1. ISTEP+ Langage Arts â Black -

2006-2007 2007-2008 2008-2009 2009-2010 2010-2011 2011-2012VisionData

Target Actual Target Actual Target Actual Target Actual Target Actual Target Actual

36% 31% 41% 37% 38 40 41 45% 100%

10. ISTEP+ Math â Hispanic -

2006-2007 2007-2008 2008-2009 2009-2010 2010-2011 2011-2012VisionData


64% 42% 69% 56% 58% 60% 62% 65% 100%

11. ISTEP+ Math -- White -

2006-2007 2007-2008 2008-2009 2009-2010 2010-2011 2011-2012VisionData


69% 50% 74% 70% 73% 76% 78% 80% 100%

13. ISTEP+ Math â Limited English -

2006-2007 2007-2008 2008-2009 2009-2010 2010-2011 2011-2012VisionData


18% 15% 23% 43% 44% 46% 48% 52% 100%

14. ISTEP+ Math â Special Education -

2006-2007 2007-2008 2008-2009 2009-2010 2010-2011 2011-2012VisionData


25% 23% 30% 28% 30% 32% 34% 37% 100%

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3. ISTEP+ Language Arts â Hispanic -

2006-2007 2007-2008 2008-2009 2009-2010 2010-2011 2011-2012VisionData


49% 22% 54% 42% 43% 45% 48% 50% 100%

4. ISTEP+ Language Arts -- White -

2006-2007 2007-2008 2008-2009 2009-2010 2010-2011 2011-2012VisionData


60% 45% 65% 53% 55% 58% 60% 62% 100%

6. ISTEP+ Language Arts â Limited English -

2006-2007 2007-2008 2008-2009 2009-2010 2010-2011 2011-2012VisionData


8% 10% 15% 25% 30% 33% 36% 38% 100%

7. ISTEP+ Language Arts â Special Education -

2006-2007 2007-2008 2008-2009 2009-2010 2010-2011 2011-2012VisionData


14% 12% 19% 9% 12% 15% 17% 20% 100%

8. ISTEP+ Math â Black -

2006-2007 2007-2008 2008-2009 2009-2010 2010-2011 2011-2012VisionData


39% 43% 44% 47% 49% 51% 53% 56% 100%

8th grade - % passing writing process

2006-2007 2007-2008 2008-2009 2009-2010 2010-2011 2011-2012VisionData


37 35 37 39 41 45% 100

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All Students (126 days) - ISTEP PL221 Category Placement Performance

2006-2007 2007-2008 2008-2009 2009-2010 2010-2011 2011-2012VisionData


43% 37.2% 53% 35.8 40% 43% 44% 53% 100%

ISTEP Avg Pct Pass - All Tested Grades E/LA and Math --

2006-2007 2007-2008 2008-2009 2009-2010 2010-2011 2011-2012VisionData


44% 37.2% 49% 47% 49% 52% 54% 60% 100%

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Areas of ConcernTeachers, students, parents, and community members analyzed data in seven areas known to impact student achievement: 1)expectations, 2) curriculum content, 3) instructional practices, 4) classroom assessments, 5) extra help, 6) student guidance, and 7)the learning environment. We identified areas that we must address in order to reach our academic goals. Those areas are listedbelow as "Local Areas of Concern". Organizations outside of our school (e.g. the Indiana General Assembly) have identified areasof concern for all schools and have required schools to address those areas. These are listed below as "Required Areas ofConcern." Each Area of Concern listed below is followed by the condition in our school or community that led us to believe that thisis an Area of Concern.

Local Areas of ConcernConcern: Teachers do not have adequate feedback tools for instructional decision-making

Concern: Promoting enrollment of students in Algebra 1 during their 8th grade school year

Required Areas of ConcernA. Parent Involvement

F. Encourage Rigorous Curriculum

I. Focused Academic Area

J. Instruction by Highly Qualified Teachers

K. Attracting Highly Qualified Teachers

L. Early Childhood Transition

M. Parent Notice - Assessment Results

N. Parent Notice - School in Improvement

O. Extended Learning Activities

P. Teacher Mentoring Program

Q. School-Parent Involvement Policy

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R1. Parent Right-to-Know Letter - Qualifications

R2. Parent Right-to-Know Letter - Non-Qualified Teacher

S. School-Parent Compact

T. Annual Parent Meeting

U. Focused Student Group

V. Peer Review for SIP

W. Timely Additional Assistance

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StrategiesAfter identifying areas of concern, teachers, students, parents, and community members researched proven strategies and selectedstrategies that our school and/or community will implement to impact our areas of concern. Local strategies are those identified byour teachers, students, parents, and community to address our areas of concern. Required strategies meet various state and/orfederal regulations.

Local StrategiesPredictor & End of Semester Assessments —

Teachers will follow the IPS pacing guides for Math, Science, and Social Studies and the Language Arts consensus/pacingmaps; implement three predictor assessments in Math, Language Arts, Science, and Social Studies throughout the school year,End of semester assessments in Math, Language Arts, Science, and Social Studies will be given at the end of second andfourth grading period.

Promoting enrollment of students in Algebra I during their 8th grade school year. —

The school will contine to offer the breakfast algebra program at Northwest high school (where they earn high school credit)topromote students taking Algebra I during their 8th grade school year.

Student Graduation Plan —

The school will develop and require a Graduation Plan for student in grades 6 through 12.

TESA —

Using TESA model, teachers will continue to be sensitized to their expectations of all students and interact with students on amore equitable basis with an emphasis on involving low achievers and quiet students in classroom discussions and activitiesthroughout the school year. August-May.

Required StrategiesA. Parent Involvement —

Parent Liaisons provide information, peer support, and training for parents in IPS through 1) a minimum of 10 home visits permonth, 2) phone calls to homes, and 3)workshops throughout the school year, August - May.

F. Encourage Rigorous Curriculum: Curriculum Mapping —

Tier III and IV Leaderships teams will present to staff members the consensus/pacing maps and individual maps for LanguageArts. Teachers will be instructed how to add to the individual maps so that it becomes the teachers lesson plans for LanguageArts throughout each week during the school year, August-May.

I. Focused Academic Area: 5-5-3-3 District-Wide Strategies —

Teachers will implement in their daily instructional practices across the curriculum with a focus on Language Arts or math (to bedetermined by the school) the 5-5-3-3 District-Wide Strategies of Comprehension Strategies, Vocabulary Strategies, TestTaking Strategies and Writing Strategies through the school year, August â May.

J. Instruction by Highly Qualified Teachers —

Schools will continue to maintain a staff of highly qualified teachers throughout the school year, August-May by communicatingwith the IPS Human Resources Department. We will only interview and select candidates from a list provided by thisdepartment. Administrators of Williard J. Gambold Middle School will also confirm all teaching staff members are classified ashighly qualified per guidelines for highly qualified.

K. Attracting Highly Qualified Teachers —

Schools will use the IPS Human Resources Department list of potential highly qualified teachers to interview for positions in ourbuilding throughout the school year, August-May. IPS Human Resources Department will promote through their recruitingprocess and give recommendations to schools for interviews. The SBDM committee will continue to use the current interview

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process to attract highly qualified teachers. Highly successful student teachers will be recommended for an interview for futurepositions. Additionally, Willard J. Gambold Middle School staff will create a flyer highlighting the various programs and teachingopportunities at the school. Williard J. Gambold Middle School will utilize the IPS posting of highly qualified teachers to hire teachersto enhance the teaching staff.

L. Early Childhood Transition: Teacher Training for Parent Involvement —

Teacher training for building partnerships with families will be offered. September âMay.

L. Early Childhood Transition: Transition Team —

Throughout the school year, a transition planning team involving school personnel and families will implement a jointlydeveloped plan to help promote a smooth transition to middle school, August-May. Gambold Middle School will build arelationship with the incoming 7th graders through various activities. The counselor will make two visits to the elementaryschool during the school year. Students and parents from 6th grade will be invited to tour the school. The last activity will be a"Meet-the-Teacher" night. This activity will give the students and parents a chance to meet their teachers before the new school year.

M. Parent Notice - Assessment Results —

Classroom teachers will continue to send home weekly progress reports, midterm grades, and report cards to inform parents oftheir child’s academic progress. In addition, standardized test scores will be sent home in a timely manner throughout theschool year, August-May. Additionally, Willard J. Gambold Middle School will provide the first report card to parents duringParent In Touch day.

N. Parent Notice - School in Improvement —

The school will verify that the IPS District has sent to all parents the Parent Notice â School Improvement including the specificresponsibilities of the school, LEA and SEA. In addition, Willard J. Gambold Middle School will utilize the Connect Ed system,newsletters, and meetings with parents for parent notice of "School in Improvement".

O. Extended Learning Activities —

The school will participate in the After School Tutoring Program provided through IPS Title I Supplemental EducationalServices. In addition, Williard J. Gambold Middle School will offer extended learning activities following the instructional day.The extended learning activities will include extended day for remediation of benchmark materials, and tutoring during theGambold After School Program (GAP). All students are eligible to participate.

P. Teacher Mentoring Program —

The school will participate in the services provided by the district including mentoring provided by the district directors, theinstructional coaches, TESA model ( peer to peer), InSAI building level strategy chairperson.

Q. School-Parent Involvement Policy —

Schools will continue to implement the Title I Parent Involvement Policy throughout the school year, August-May. Willard J.Gambold Middle School will utilize the Connect Ed system and newsletters to share information in regards to the school-parentinvolvement policy. Parents will be invited to help revise & rewrite the Parent Involvement Policy for the school. This is anopportunity for parents to speak their opinions & help make a few changes within the school building. The meeting will takeplace in April. The policy will be distributed to parents at the start of the new school year.

R1. Parent Right-to-Know Letter - Qualifications —

At the beginning of the school year, the school will verify that the IPS District has sent a Parent Right-to-Know letter aboutteacher qualifications throughout the school year, August-May.

R2. Parent Right-to-Know Letter - Non-Qualified Teacher —

The school will send home a notice if children are not being taught by a highly qualified teacher throughout the school year, August-May.

S. School-Parent Compact —

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Schools will continue the use of the School-Parent Compact that is discussed and distributed at Open House that all parentsagree to and sign at the beginning of the 2009-2010 school year. Willard J. Gambold Middle School will give each student aschool-parent compact at registration or during the first week of school. Parents and school staff will meet in May to make revisionsand discuss the School-Parent Compact. Parents will be notifed of this meeting starting in March. The compact includes informationon Parent Responsibilities, Student Responsibilities, and Staff Responsibilities.

T. Annual Parent Meeting —

Schools will continue to hold an annual parent meeting during the first month of school to inform parents about the ParentInvolvement Policy, the School Parent Compact and the Title I program (ie services available, staff members, schedule, andtypes of activities for students and parents to do a home) and its impact on student achievement throughout the school year, August-May.

U. Focused Student Group —

The current increase in the immigrant population has resulted in greater number of students whose first language is notEnglish. In most situations it may no longer be feasible for these students to be the exclusive responsibility of ESL Teachers.These videos start out by simulating what it is like for the ESL learner to sit in your classroom. Feel for yourself how confusingthe classroom can be for these students. See first hand how to modify your classroom so that specific instructional strategiescan be successfully implemented. Spent time observing how highly successful ESL teachers connect with every student in theclassroom. This program makes extensive use of classroom observation video to sho you the most effective ways to teach allESL learners â regardless of their native language.

V. Peer Review for SIP —

The school will participate in a Peer Review of our School Improvement Plan with a representative of a school that has beensuccessful in meeting AYP in the spring of 2010 after InSAI has approved our School Improvement Plan.

W. Timely Additional Assistance: Remediation Plan —

Teachers will schedule additional 30 minutes intervention/remediation time into their daily instructional time for students whosescore indicates yellow grouping on SRI, Predicator Assessments, and End of Semester Assessments. Teachers will schedulean additional 40-60 minutes invention/remediation time into their daily instructional time for students whose scores indicates redgrouping on SRI, Predicator Assessments, and End of Semester Assessments throughout the school year, August-May.

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Professional DevelopmentAlignment with the School Improvement Plan : The Professional Development Plan is directly aligned with strategies found in theSchool Improvement Plan. Professional development activities enhance educator’s knowledge within one or more of the followingareas: a) expectations, b) curriculum content, c) classroom instruction, d) classroom assessment, e) extra help, f) guidance, and g)the learning environment. The amount of funding allocated for each professional development activity and the funding source islisted for each professional development activity.

Effective Learning Process : The Professional Development Plan was written by teacher-leaders and includes activities that willhelp teachers develop the knowledge and skills needed to successfully implement the strategies listed in the School ImprovementPlan. The plan includes a variety of formats for professional development. Activities have been embedded in the school day asappropriate. The plan also includes activities designed to provide teachers with feedback over time. Finally, "strategy data" iscollected for comprehensive strategies that identifies the degree to which the strategy has brought about a positive changes in adult practices.

Professional Growth Environment : Each strategy is supported by a "strategy chair." Strategy chairs are responsible for 1) writing(with support from colleagues) a strategy plan including on-going professional development activities, anti-resistance, andevaluation activities, 2) providing on-going mentoring their colleagues in the implementation of the strategy, 3) analyzing theeffectiveness of the strategy, and 4) making a recommendation to the faculty with respect to whether or not the strategy should be sustained.

Predictor & End of Semester Assessments

Professional Development Activity Funding Activity Purpose

Using predictor and end of semester data to drive instruction Source:Amount: $

InformationSkill Building

Brief Description Intended Participants Activity Format

During monthly Principalsâ meetings 15-30 minutes will be devoted totalking about and giving suggestions on how to utilize the data to move instruction.

TeachersAdministratorsOther

Presentation/WorkshopPeer CoachingCollaborative ProblemSolving

Student Graduation Plan


Introduction to the 7th grade graduation plan Source:Amount: $

Information


Introduce to the Social Worker/Counselors in the school who have 6th gradestudents all the 6th Grade Graduation materials and required activities andtimelines that must be completed by April 2010 with each student.

TeachersCounselorsAdministrators

Presentation/Workshop


Graduation Plan Refresher Session Source:Amount: $

Information


Review with all the schoolsâ Social Worker/Counselors in the school whohave 7th-12th grade students the Grade level Graduation materials andrequired activities and timeline that must be completed by April 2010 witheach student.



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TESANo professional development is needed for this strategy.

A. Parent Involvement


Parent Liaison Professional Development Source:Amount: $

InformationSkill BuildingFeedback/Support


Monthly meeting with the Title 1 Parent Facilitator will provide on-going staffdevelopment for all Parent Liaisons.

Other Presentation/WorkshopStudy GroupPeer CoachingCollaborative Problem SolvingNetworking/Site Visit


Parent Workshops Source:Amount: $



Title 1 staff at each school will provide Parent Liaisons with Materials, ideasand instructions for monthly work packets they will take to parents duringhome visits.

Parents Presentation/Workshop

F. Encourage Rigorous Curriculum: Curriculum Mapping


Language Arts Mapping and Talking in Grade Levels K-12 Source:Amount: $



Review the mapping process and how to use Rubicon Atlas software so alltrainers can be trainers for each schools Language Arts teachers and will beable to assist the school staff as we start the mapping process.

TeachersAdministrators

Presentation/WorkshopPeer Coaching


Language Arts Mapping and Talking Grade Levels K-12 Source:Amount: $



Review with all Language Arts teachers at the schools the Language ArtsPacing/Consensus maps and the individual Skeleton maps and theexpectations for mapping the Language Arts curriculum for daily lessons.



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Language Arts Mapping and Talking Grade Levels K-12 Source:Amount: $



Mapping ALL Language Arts lessons using the Individual Skeleton Maps inthe Rubicon/Atlas software.




Language Arts Mapping and Talking in Grade Levels K-12 Source:Amount: $



Language Arts Curriculum Mapping Review Meeting. TeachersAdministrators



Tiers III, IV, and V team members will review with all Language Artsteachers the district Pacing/Co

Source:Amount: $


All Language Arts teachers will be consistently following the districtPacing/Consensus maps and individually mapping units of instruction in thearea of Language Arts instruction.




Meet in STPT(Elem) or PLC(Secondary)groups Source:Amount: $



Discuss individual maps created for first unit and make corrections,additions, deletions as needed.



I. Focused Academic Area: 5-5-3-3 District-Wide Strategies

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Staff Training on 5533 District Wide Strategies (Overview) Source:District Amount: $

Information


Power points are provided to administrators and staff to conduct the initialmeeting of the strategies. All power points and resources will be located onIPS online under the curriculum and instructional accountability division

Teachers Presentation/Workshop


Staff training on 5-5-3-3 District Wide strategies (overview) Source:District Amount: $



After the initial overview of the 5Ã¿5Ã¿3Ã¿3 District-Wide Strategies, theprincipal will conduct a training on List Group Label utilizing resources fromIPS Online. The staff will utilize this strategy the entire month of August withreflections presented during staff meetings



Staff training on 5-5-3-3 District Wide Strategies: Focus on Strategies Source:District Amount: $



The principal will conduct a training on Concept Definition Map utilizingresources from IPS Online. The staff will utilize this strategy the entiremonth of September with reflections presented during staff meetings.



Staff training on 5-5-3-3 District Wide Strategies: Focus on Strategies Source:District Amount: $



The principal will conduct a training on Associations utilizing resources fromIPS Online. The staff will utilize this strategy the entire month of Octoberwith reflections presented during staff meetings.



Staff training on 5-5-3-3 District Wide strategies: focus on vocabulary strategies

Source:District Amount: $



After the initial overview the 5-5-3-3 District wide strategies, the principal willconduct a training on List group label utilizing resources from IPS Online.The staff will utilize this strategy the entire month of August with reflectionspresented during staff meetings.


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The principal will conduct a training on Concept Definition Map utilizingresources from IPS Online. The staff will utilize this strategy the entiremonth of September with reflections presented during staff meetings.







The principal will conduct a training on Associations utilizing resources fromIPS Online. The staff will utilize this strategy the entire month of Octoberwith reflections presented during staff meetings



Staff training on 5-5-3-3 District Wide Strategies: Focus onComprehension Strategies




The principal will conduct a training on Making Thinking Visible utilizingresources from IPS Online. The staff will utilize this strategy the entiremonth of January with reflections presented during staff meetings.







The principal will conduct a training on Note-Taking and Note-Makingutilizing resources from IPS Online. The staff will utilize this strategy theentire month of February with reflections presented during staff meetings.







The principal will conduct a training on Questioning utilizing resources fromIPS Online. The staff will utilize this strategy the entire month of March withreflections presented during staff meetings.


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Staff training on 5-5-3-3 District Wide strategies (overview) Source:District Amount: $



The principal will conduct a training on Summarizing utilizing resources fromIPS Online. The staff will utilize this strategy the entire month of April withreflections presented during staff meetings.







The principal will conduct a training on Discussion utilizing resources fromIPS Online. The staff will utilize this strategy the entire month of May withreflections presented during staff meetings


L. Early Childhood Transition: Teacher Training for Parent Involvement


How Teachers Get Parents Involved Source:Amount: $



Three meetings will focus on educating educators with the assistance ofparents, in the value and utility of contributions of parents and how to reachout to, communicate with, and work with parents as equal partners andbuilding ties between the parent and school.



L. Early Childhood Transition: Transition Team


District Meetings Source:Amount: $



Parent Liaison/Counselors/Administrators/teachers will participate in the,monthly meetings conducted by the District and implement new ideas toease students transition to middle school discussed in theirclassroom/school/parent activities.

TeachersCounselorsAdministratorsOther

Presentation/WorkshopPeer CoachingCollaborative Problem SolvingNetworking/Site Visit

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O. Extended Learning ActivitiesNo professional development is needed for this strategy.

P. Teacher Mentoring Program


Introduction to the Charlotte Danielsonâs on Line PD program Source:Amount: $



Administrators, directors and Instructional coaches will receive an overviewand training the Charlotte Danielsonâs On-Line PD program which allowsteachers, directors, principals and/or strategy chairs to see what goodinstruction looks like according to the IPS Teacher Evaluation Instrument.


Presentation/WorkshopProfessional ReadingOther


Domain 2 â Classroom Management Source:Amount: $



Principals/Directors/Instructional coaches and /or Strategy Chair will viewthe following Video clip entitled âCreating a Climate of Respect andRapportâ in the Educational Impact program with the teachers and afterviewing, discuss, reflect and mentor the teachers using the handout provided.




Domain 3 - Instruction Source:Amount: $



â¢ Principals/Directors/Instructional coaches and /or Strategy Chair will viewthe following Video clips entitled âCommunicating With Studentsâ andâDemonstrating Flexibility and Responsivenessâ Classroom Proceduresâ inthe Educational Impact program with the teachers and after viewing,discuss, reflect and mentor the teachers using the handouts provided.




Domain 1 - Planning and Preparation Source:Amount: $



â¢ Principals/Directors/Instructional coaches and /or Strategy Chair will viewthe following Video clips entitled âDemonstrating Knowledge of Content andPedagogyâ and âDemonstrating Knowledge Resourcesâ in the EducationalImpact program with the teachers and after viewing, discuss, reflect andmentor the teachers using the handouts provided.



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Domain 4 â Professional Responsibilities Source:Amount: $



Principals/Directors/Instructional coaches and /or Strategy Chair will viewthe following Video clip entitled âReflecting on Teachingâ in the EducationalImpact program with the teachers and after viewing, discuss, reflect andmentor the teachers using the handouts provided.





Initial Workshop explaining the video program Source:Amount: $



The current increase in the immigrant population has resulted in greaternumber of students whose first language is not English. In most situations itmay no longer be feasible for these students to be the exclusiveresponsibility of ESL Teachers. The video program will give teachersadditonal tools to work with ESL students.


Presentation/WorkshopCollaborative Problem SolvingNetworking/Site Visit

V. Peer Review for SIPNo professional development is needed for this strategy.

W. Timely Additional Assistance: Remediation Plan


Workshops for teachers Source:Amount: $



Workshops for teachers on ESL Vocabulary, Learning Lab, Enrichment Classes


Presentation/WorkshopPeer CoachingProfessional Reading


Professional development Source:Amount: $



Workshops for teachers on ESL Vocabulary, Learning Lab, EnrichmentClassesProfessional development for afterschool tutoring program


Presentation/WorkshopProfessional Reading

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Relationship Report -- Areas of Concern / Strategies / Data TargetsFormer Areas of Concern Summary

This report shows the relationship between the Areas of Concern, Strategies, and Data Targets. This report shows the following foreach area of concern: 1) the achievement area(s) that are being negatively impacted by the concern and 2) the strategies we willimplement to eliminate the concern. Basically, when we implement the strategies, the areas of concern should disappear. Once theareas of concern are gone, achievement should increase.

Local Areas of Concern

Concern: Teachers do not have adequate feedback tools for instructionaldecision-making

Data Targets Influenced by This Concern:

All Students (126 days) -- ISTEP PL221 Category Placement Performance

Strategies to Impact This Concern:

Predictor & End of Semester Assessments TESA

Concern: Promoting enrollment of students in Algebra 1 during their 8th gradeschool year


10. ISTEP+ Math â Hispanic -- 11. ISTEP+ Math -- White -- 13. ISTEP+ Math â Limited English -- 14. ISTEP+ Math â Special Education -- 8. ISTEP+ Math â Black --


Promoting enrollment of students in Algebra I during their 8th grade school year. Student Graduation Plan

Required Areas of Concern

A. Parent Involvement (Title I, NCLB)


1. ISTEP+ Langage Arts â Black -- 10. ISTEP+ Math â Hispanic -- 11. ISTEP+ Math -- White -- 13. ISTEP+ Math â Limited English -- 14. ISTEP+ Math â Special Education -- 3. ISTEP+ Language Arts â Hispanic -- 4. ISTEP+ Language Arts -- White -- 6. ISTEP+ Language Arts â Limited English -- 7. ISTEP+ Language Arts â Special Education -- 8. ISTEP+ Math â Black -- 8th grade -- % passing writing process ISTEP Avg Pct Pass -- All Tested Grades E/LA and Math --

25


A. Parent Involvement

F. Encourage Rigorous Curriculum (PL221)




F. Encourage Rigorous Curriculum: Curriculum Mapping

I. Focused Academic Area (PL221, Title I, NCLB)


1. ISTEP+ Langage Arts â Black -- 10. ISTEP+ Math â Hispanic -- 11. ISTEP+ Math -- White -- 13. ISTEP+ Math â Limited English -- 14. ISTEP+ Math â Special Education -- 3. ISTEP+ Language Arts â Hispanic -- 4. ISTEP+ Language Arts -- White -- 6. ISTEP+ Language Arts â Limited English -- 7. ISTEP+ Language Arts â Special Education -- 8. ISTEP+ Math â Black -- 8th grade -- % passing writing process All Students (126 days) -- ISTEP PL221 Category Placement Performance ISTEP Avg Pct Pass -- All Tested Grades E/LA and Math --


I. Focused Academic Area: 5-5-3-3 District-Wide Strategies

J. Instruction by Highly Qualified Teachers (Title I)


1. ISTEP+ Langage Arts â Black -- 10. ISTEP+ Math â Hispanic -- 11. ISTEP+ Math -- White -- 13. ISTEP+ Math â Limited English -- 14. ISTEP+ Math â Special Education -- 3. ISTEP+ Language Arts â Hispanic -- 4. ISTEP+ Language Arts -- White --

26

6. ISTEP+ Language Arts â Limited English -- 7. ISTEP+ Language Arts â Special Education -- 8. ISTEP+ Math â Black -- 8th grade -- % passing writing process ISTEP Avg Pct Pass -- All Tested Grades E/LA and Math --


J. Instruction by Highly Qualified Teachers

K. Attracting Highly Qualified Teachers (Title I)


ISTEP Avg Pct Pass -- All Tested Grades E/LA and Math --


K. Attracting Highly Qualified Teachers

L. Early Childhood Transition (Title I)




L. Early Childhood Transition: Transition Team L. Early Childhood Transition: Teacher Training for Parent Involvement

M. Parent Notice - Assessment Results (Title I)




M. Parent Notice - Assessment Results

N. Parent Notice - School in Improvement (NCLB)


1. ISTEP+ Langage Arts â Black -- 10. ISTEP+ Math â Hispanic -- 11. ISTEP+ Math -- White --

27

13. ISTEP+ Math â Limited English -- 14. ISTEP+ Math â Special Education -- 3. ISTEP+ Language Arts â Hispanic -- 4. ISTEP+ Language Arts -- White -- 6. ISTEP+ Language Arts â Limited English -- 7. ISTEP+ Language Arts â Special Education -- 8. ISTEP+ Math â Black -- 8th grade -- % passing writing process ISTEP Avg Pct Pass -- All Tested Grades E/LA and Math --


N. Parent Notice - School in Improvement

O. Extended Learning Activities (NCLB)




O. Extended Learning Activities

P. Teacher Mentoring Program (NCLB)




V. Peer Review for SIP P. Teacher Mentoring Program

Q. School-Parent Involvement Policy (Title I)


1. ISTEP+ Langage Arts â Black -- 10. ISTEP+ Math â Hispanic -- 11. ISTEP+ Math -- White -- 13. ISTEP+ Math â Limited English -- 14. ISTEP+ Math â Special Education -- 3. ISTEP+ Language Arts â Hispanic -- 4. ISTEP+ Language Arts -- White -- 6. ISTEP+ Language Arts â Limited English -- 7. ISTEP+ Language Arts â Special Education --

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8. ISTEP+ Math â Black -- 8th grade -- % passing writing process ISTEP Avg Pct Pass -- All Tested Grades E/LA and Math --


Q. School-Parent Involvement Policy

R1. Parent Right-to-Know Letter - Qualifications (Title I)




R1. Parent Right-to-Know Letter - Qualifications

R2. Parent Right-to-Know Letter - Non-Qualified Teacher (Title I)




R2. Parent Right-to-Know Letter - Non-Qualified Teacher

S. School-Parent Compact (Title I)




S. School-Parent Compact

T. Annual Parent Meeting (Title I)




T. Annual Parent Meeting

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U. Focused Student Group (PL221, Title I)





V. Peer Review for SIP (NCLB)




V. Peer Review for SIP

W. Timely Additional Assistance (Title I)


1. ISTEP+ Langage Arts â Black -- 10. ISTEP+ Math â Hispanic -- 11. ISTEP+ Math -- White -- 13. ISTEP+ Math â Limited English -- 14. ISTEP+ Math â Special Education -- 3. ISTEP+ Language Arts â Hispanic -- 4. ISTEP+ Language Arts -- White -- 6. ISTEP+ Language Arts â Limited English -- 7. ISTEP+ Language Arts â Special Education -- 8. ISTEP+ Math â Black -- 8th grade -- % passing writing process

30



W. Timely Additional Assistance: Remediation Plan

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Force Field ExcerptThe Force Field reports are lengthy reports analyzed by the teachers, students, parents, and community members to help identifythe areas of concern. The Force Field excerpt found below contains information that must be included in the School ImprovementPlan to meet the requirements of Indiana Public Law 221.

Description and location of curriculum: Main Office Force FieldReport B: Curriculum AdditionalData #1

Titles and descriptions of assessmentinstruments to be used in addition to ISTEP+:

Yes, ISTEP Force FieldReport C:Assessment AdditionalData #1

Statutes and rules to be waived: None. Administration believes extended year would be helpful. Force FieldReport G: EnvironmentAdditionalData #2

Program Consolidation Plan: We have added an extra period of ELA and Math(Math Lab ). Studentstake double periods of these essential subjects daily. Also, we haveadded a Tiered Reading.

Force FieldReport G: EnvironmentAdditionalData #2

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To-Do ListThis to-do list includes implementation, professional development, anti-resistance, and evaluation action steps for each strategy andwill serve as a road map as we implement our School Improvement Plan.

Report by strategy. Showing completed and yet-to-be-completed action steps.

Early Childhood TransitionMay 14, 2009: Prior to the beginning of the school year, have an Open House for new 7th grade students and parents toacclimate child to school.

Person : Teachers/AdministratorsActivity : Student Transition to Middle School

Aug 1, 2009 : Make sure that all materials presented are translated into Spanish. Person : Parent Liaison/ESL staffActivity : Provide translation of all materials presented.

Aug 15, 2009 : Collect baseline data Person : Parent LiaisonActivity : Collect baseline data

Aug 15, 2009 : Attend monthly District Meetings. Person : Counselor/Parent Liaison/Administrators/TeachersActivity : District Meetings

Aug 20, 2009 : Schedule Open House for Perspective Parents to visit school. Person : CounselorActivity : Open House for Perspective Parents

Sep 1, 2009: Conduct Monthly Parent Workshops for parents Person : Parent LiaisonActivity : Parent Workshops

Sep 15, 2009: Attend monthly District Meetings. Person : Counselor/Parent Liaison/Administrators/TeachersActivity : District Meetings

Sep 30, 2009: Attend three workshops focusing on Teacher/Parent Partnerships Person : Linda Hogan/Joan HarrellActivity : How Teachers Get Parents Involved

Oct 1, 2009 : Conduct Monthly Parent Workshops for parents Person : Parent LiaisonActivity : Parent Workshops

Oct 15, 2009 : Attend monthly District Meetings. Person : Counselor/Parent Liaison/Administrators/TeachersActivity : District Meetings

Nov 1, 2009 : Conduct Monthly Parent Workshops for parents Person : Parent LiaisonActivity : Parent Workshops

Nov 15, 2009 : Attend monthly District Meetings. Person : Counselor/Parent Liaison/Administrators/TeachersActivity : District Meetings

33

Dec 1, 2009: Conduct Monthly Parent Workshops for parents Person : Parent LiaisonActivity : Parent Workshops

Dec 15, 2009: Collect first semester data Person : Parent LiaisonActivity : Collect first semester data

Dec 15, 2009: Attend monthly District Meetings. Person : Counselor/Parent Liaison/Administrators/TeachersActivity : District Meetings

Jan 1, 2010 : Conduct Monthly Parent Workshops for parents Person : Parent LiaisonActivity : Parent Workshops

Jan 15, 2010 : Attend monthly District Meetings. Person : Counselor/Parent Liaison/Administrators/TeachersActivity : District Meetings

Feb 1, 2010: Conduct Monthly Parent Workshops for parents Person : Parent LiaisonActivity : Parent Workshops

Feb 15, 2010: Attend monthly District Meetings. Person : Counselor/Parent Liaison/Administrators/TeachersActivity : District Meetings

Mar 1, 2010: Conduct Monthly Parent Workshops for parents Person : Parent LiaisonActivity : Parent Workshops

Mar 15, 2010: Attend monthly District Meetings. Person : Counselor/Parent Liaison/Administrators/TeachersActivity : District Meetings

Apr 1, 2010 : Conduct Monthly Parent Workshops for parents Person : Parent LiaisonActivity : Parent Workshops

Apr 15, 2010 : Attend monthly District Meetings. Person : Counselor/Parent Liaison/Administrators/TeachersActivity : District Meetings

Apr 20, 2010 : Schedule Open House for Perspective Parents to visit school. Person : CounselorActivity : Open House for Perspective Parents

May 1, 2010: Conduct Monthly Parent Workshops for parents Person : Parent LiaisonActivity : Parent Workshops

May 15, 2010: Collect second semester data Person : Parent LiaisonActivity : Collect second semester data

May 15, 2010: Attend monthly District Meetings. Person : Counselor/Parent Liaison/Administrators/TeachersActivity : District Meetings

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Jun 1, 2010 : Conduct Monthly Parent Workshops for parents Person : Parent LiaisonActivity : Parent Workshops

Encourage Rigorous CurriculumMay 21, 2009: Elementary Level-Attend STPT grade level sessions and discuss the Language Arts individual skeleton mapswritten by grade level teachers making revisions on their individual maps for next year’s instruction. Secondary Level-AttendPLC meetings and discus

Person : All School Language Arts TeachersActivity : Language Arts Mapping and Talking Grade Levels K-12

May 28, 2009: Elementary Level-Attend STPT grade level sessions and discuss the Language Arts individual skeleton mapswritten by grade level teachers making revisions on their individual maps for next year’s instruction. Secondary Level-AttendPLC meetings and discus


May 30, 2009: Collect and record percentage of Language Arts teachers who have followed the district Pacing/ConsensusMaps in Language by using the ubnit skeleton maps to develop their daily instruction strategies.

Person : Activity : Baseline Strategy Data

Jun 4, 2009 : Elementary Level-Attend STPT grade level sessions and discuss the Language Arts individual skeleton mapswritten by grade level teachers making revisions on their individual maps for next year’s instruction. Secondary Level-AttendPLC meetings and discus








Jul 2, 2009 : Elementary Level-Attend STPT grade level sessions and discuss the Language Arts individual skeleton mapswritten by grade level teachers making revisions on their individual maps for next year’s instruction. Secondary Level-AttendPLC meetings and discus




35

Jul 16, 2009 : Elementary Level-Attend STPT grade level sessions and discuss the Language Arts individual skeleton mapswritten by grade level teachers making revisions on their individual maps for next year’s instruction. Secondary Level-Attend PLCmeetings and discus






Aug , 2009 : Elementary Level-Attend STPT grade level sessions and discuss the Language Arts individual skeleton mapswritten by grade level teachers making revisions on their individual maps for next year’s instruction. Secondary Level-AttendPLC meetings and discus


Aug , 2009 : Attend Review Mapping Training at their schools-Tier III, IV, V members. Person : PrincipalActivity : Language Arts Mapping and Talking in Grade Levels K-12

Aug , 2009 : Teachers will map and put in the Rubicon Atlas system their individual maps Person : TeachersActivity : Map units of Language Arts

Aug , 2009 : Discuss individual maps created for first unit and make corrections, additions, deletions as needed Person : All School Language Arts TeachersActivity : Meet in STPT(Elem) or PLC(Secondary)groups

Aug , 2009 : During staff development meeting they will review all the components and epectations of mapping for the schoolyear

Person : All School Language Arts TeachersActivity : Tiers III, IV, and V team members will review with all Language Arts teachers the district Pacing/Co

Aug 6, 2009 : Elementary Level-Attend STPT grade level sessions and discuss the Language Arts individual skeleton mapswritten by grade level teachers making revisions on their individual maps for next year’s instruction. Secondary Level-AttendPLC meetings and discus







36


Sep 3, 2009: Elementary Level-Attend STPT grade level sessions and discuss the Language Arts individual skeleton mapswritten by grade level teachers making revisions on their individual maps for next year’s instruction. Secondary Level-AttendPLC meetings and discus








Oct 1, 2009 : Elementary Level-Attend STPT grade level sessions and discuss the Language Arts individual skeleton mapswritten by grade level teachers making revisions on their individual maps for next year’s instruction. Secondary Level-AttendPLC meetings and discus










Nov 5, 2009 : Elementary Level-Attend STPT grade level sessions and discuss the Language Arts individual skeleton mapswritten by grade level teachers making revisions on their individual maps for next year’s instruction. Secondary Level-AttendPLC meetings and discus


37







Dec , 2009: Attend Mapping Training Tier III Group Person : Tier III, IV, and V Group membersActivity : Language Arts Mapping and Talking Grade Levels K-12

Dec , 2009: Attend Language Arts Mapping Training- Tier III, IV, and V group members to review the process and makerecommendations for revisions and changes that need to be considered and/or done

Person : District Curriculum Mapping Director and Members of Teirs III, IV, and V group members for LanguageActivity : Language Arts Mapping and Talking in Grade Levels K-12

Dec 1, 2009: Teacher will print off one indivdual map they created during the first semester Person : teachersActivity : First Semester: Teacher will print off one indivdual map they created during the first semester

Dec 3, 2009: Elementary Level-Attend STPT grade level sessions and discuss the Language Arts individual skeleton mapswritten by grade level teachers making revisions on their individual maps for next year’s instruction. Secondary Level-AttendPLC meetings and discus




Dec 16, 2009: Collect and record percentage of Language Arts teachers who have followed the district Pacing/ConsensusMaps in Language by using the ubnit skeleton maps to develop their daily instruction strategies.

Person : PrincipalActivity : First semester Strategy Data





38

Dec 31, 2009: Elementary Level-Attend STPT grade level sessions and discuss the Language Arts individual skeleton mapswritten by grade level teachers making revisions on their individual maps for next year’s instruction. Secondary Level-Attend PLCmeetings and discus


May 1, 2010: Teachers will print off one individual map they created during the semester Person : TeachersActivity : Second Semester: Teachers will print off one individual map they created during the semester

May 24, 2010: Collect and record percentage of Language Arts teachers who have followed the district Pacing/ConsensusMaps in Language by using the ubnit skeleton maps to develop their daily instruction strategies.

Person : principalActivity : Second semester Strategy Data

Extended Learning ActivitiesAug 15, 2009 : Send consent form for after-school program

Person : PrincipalActivity : Recruit students for after-school program/activities

Sep 1, 2009: Collect baseline data on after school program Person : AdministratorActivity : Collect baseline data

Sep 1, 2009: School wide tutoring 4x per week for the school year Person : AdministratorActivity : School Wide tutoring

Sep 15, 2009: Compile list of students not participating Person : AdministratorActivity : Phone calls to parents of students not participating in after school program

Sep 15, 2009: Make phone calls Person : Social Worker/CounselorActivity : Phone calls to parents of students not participating in after school program

Nov , 2009 : Start a Math Club for students after school Person : Secondino, ParidoActivity : Math Club

Dec 15, 2009: Collect first semester data on after school program Person : After school coordinatorActivity : Collect first semester follow up data

Jan , 2010 : Start La Plaza Learning after school program Person : Mr. Diez, Mrs. SecondinoActivity : La Plaza Learning

May 15, 2010: Collect second semester data on after school program Person : After school coordinatorActivity : Collect second semester follow up data

Focused Academic AreaAug 30, 2009 : Utilize Curriculum & Instruction Materials (power point) to review the 5-5-3-3 District-Wide Strategies. Eachmonth, the pricipal with "focus" on one strategy in the Vocabulary and comprehension areas. Note: Test taking Strategies andWriting Strategies

Person : Principal

39

Activity : Staff training on 5-5-3-3 District Wide strategies (overview)

Aug 30, 2009 : Conduct a training focusing on the Vocabulary Strategy: List Group Label Person : PrincipalActivity : Staff training on 5-5-3-3 District Wide Strategies: Focus on Strategies

Aug 30, 2009 : Utilize Curriculum and Instruction Materials to review the 5533 strategies. Person : Mrs. Rambo, PrincipalActivity : Staff Training on 5533 District Wide Strategies (Overview)

Sep 30, 2009: Conduct a training focusing on the Vocabulary Strategy: Concept Definition Map Person : PrincipalActivity : Staff training on 5-5-3-3 District Wide Strategies: Focus on Strategies

Oct 31, 2009 : Conduct a training focusing on the vocabulary strategy: Associations Person : PrincipalActivity : Staff training on 5-5-3-3 District Wide strategies: focus on vocabulary strategies

Nov 30, 2009 : Conduct a training focusing on vocabulary strategy: Quickwrite Person : PrincipalActivity : Staff training on 5-5-3-3 District Wide strategies: focus on vocabulary strategies

Dec , 2009: Collect and record # of strategies listed in lesson plans Person : AdministratorsActivity : Collect first semester/trimester follow up data

Dec 15, 2009: Collect and record % of teachers who attend the training and implement the Comprehension and Vocabulary,Test Taking and Writing strategies in daily lessons.

Person : Mrs. Rambo, PrincipalActivity : Collect first semester/trimester follow up data

Dec 16, 2009: Collect and record percentage of teachers turning in lesson plans that utilize focused instructional strategies Person : PrincipalActivity : Collect first semester/trimester follow up data

Dec 18, 2009: Conduct a training focusing on the Vocabulary Strategy: Enchancing Descriptive Writing withing the content Person : PrincipalActivity : Staff training on 5-5-3-3 District Wide strategies: focus on vocabulary strategies

Jan 30, 2010 : Conduct a training focusing on Comprehension Strategy: Making Thinking Visible Person : PrincipalActivity : Staff training on 5-5-3-3 District Wide Strategies: Focus on Comprehension Strategies

Feb 28, 2010: Conduct a training focusing on Comprehension Strategy: Note-Taking and Note making Person : PrincipalActivity : Staff training on 5-5-3-3 District Wide Strategies: Focus on Comprehension Strategies

Mar 30, 2010: Conduct a training focusing on Comprehension Strategy: Questioning Person : PrincipalActivity : Staff training on 5-5-3-3 District Wide Strategies: Focus on Comprehension Strategies

Apr 30, 2010 : Conduct a training focusing on Comprehension Strategy: Summarizing Person : PrincipalActivity : Staff training on 5-5-3-3 District Wide strategies (overview)

May , 2010: Collect and record # of strategies listed in lesson plans Person : AdministratorsActivity : Collect final semester/trimester follow up data

May 15, 2010: Collect and record % of teachers who attend the training and implement the Comprehension and Vocabulary,Test Taking and Writing strategies in daily lessons.

Person : Mrs. Rambo, Principal

40

Activity : Collect final semester/trimester follow up data

May 24, 2010: Collect and record percentage of teachers turning in lesson plans that utilize focused instructional strategies Person : PrincipalActivity : Collect final semester/trimester follow up data

May 25, 2010: Conduct a training focusing on Comprehension Strategy: Discussion Person : PrincipalActivity : Staff training on 5-5-3-3 District Wide Strategies: Focus on Comprehension Strategies

Focused Student GroupAug 1, 2009 : Plan workshop

Person : Principal/ESL CoachActivity : Initial Workshop explaining the video program

Aug 15, 2009 : Present workshop to teachers Person : Principal/ESL CoachActivity : Initial Workshop explaining the video program

Sep 15, 2009: Collect baseline data through walkthroughs Person : PrincipalActivity : Collect baseline data of implementation of ESL instructional strategies

Sep 15, 2009: Offer additional support through the ESL department Person : ESL Instructional CoachActivity : Extra support for implementing ESL strategies

Sep 15, 2009: Video 1 : Unsheltered/Sheltered Language Person : TeacherActivity : Viewing videos Educational Impact

Nov 15, 2009 : Video 2: Methods of Sheltered English Video 2: Methods of Sheltered English Person : TeacherActivity : Viewing videos Educational Impact

Nov 17, 2009 : Offer additional support through the ESL department Person : ESL Instructional CoachActivity : Extra support for implementing ESL strategies

Dec 15, 2009: Collect baseline data through walkthroughs Person : PrincipalActivity : Collect first semester follow up data

Dec 15, 2009: Video 3: Extra Linguistic Cues Person : TeacherActivity : Viewing videos Educational Impact

Jan 15, 2010 : Video 4: Comprehension Checks Person : TeacherActivity : Viewing videos Educational Impact

Jan 19, 2010 : Offer additional support through the ESL department Person : ESL Instructional CoachActivity : Extra support for implementing ESL strategies

Feb 15, 2010: Video 5: Cooperative Learning Person : TeacherActivity : Viewing videos Educational Impact

41

Mar 15, 2010: Video 6: Focused Instruction & Planning Person : TeacherActivity : Viewing videos Educational Impact

Mar 23, 2010: Offer additional support through the ESL department Person : ESL Instructional CoachActivity : Extra support for implementing ESL strategies

Apr 15, 2010 : Video 7: Strategies to Develop Thinking Person : TeacherActivity : Viewing videos Educational Impact

May 15, 2010: Collect baseline data through walkthroughs Person : PrincipalActivity : Collect second semester follow up data

May 15, 2010: Video 8: Putting It All Together Person : TeacherActivity : Viewing videos Educational Impact

Parent InvolvementMay 10, 2009: Attend Parent Liaison Meeting w/Title 1 Facilitator

Person : PrincipalActivity : Parent Liaison Professional Development

May 10, 2009: Provide parent liaison w/materials, ideas and instructions for work packet Person : Title 1 StaffActivity : Parent Workshops

Jun 7, 2009 : Attend Parent Liaison Meeting w/Title 1 Facilitator Person : PrincipalActivity : Parent Liaison Professional Development

Jun 7, 2009 : Provide parent liaison w/materials, ideas and instructions for work packet Person : Title 1 StaffActivity : Parent Workshops

Jul 12, 2009 : Attend Parent Liaison Meeting w/Title 1 Facilitator Person : PrincipalActivity : Parent Liaison Professional Development

Jul 12, 2009 : Provide parent liaison w/materials, ideas and instructions for work packet Person : Title 1 StaffActivity : Parent Workshops

Aug , 2009 : Schedule ESL assistants to attend parent workshops for translations Person : AdministratorActivity : ESL schools- Language Barrier for parent involvement

Aug , 2009 : Have a comfortable and inviting place to attend morning, afternoon and evening sessions and have a parent room Person : Parent LiaisonActivity : Meeting place and time for Parent workshops/meetings

Aug , 2009 : Parent Liaison goes to all the meetings as scheduled Person : AdministratorActivity : Title 1 Parent Liaison meetings

Aug 9, 2009 : Attend Parent Liaison Meeting w/Title 1 Facilitator Person : PrincipalActivity : Parent Liaison Professional Development

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Aug 9, 2009 : Provide parent liaison w/materials, ideas and instructions for work packet

Person : Title 1 StaffActivity : Parent Workshops

Aug 10, 2009 : Collect and record parent data Person : administrationActivity : Baseline Strategy Data

Aug 10, 2009 : Collect and record staff data Person : administrationActivity : Baseline Strategy Data

Aug 30, 2009 : Schedule ESL assistants to attend parent workshops for translations Person : AdministratorActivity : ESL schools- Language Barrier for parent involvement

Aug 30, 2009 : Parent Liaison goes to all the meetings as scheduled Person : AdministratorActivity : Title 1 Parent Liaison meetings

Sep 6, 2009: Attend Parent Liaison Meeting w/Title 1 Facilitator Person : PrincipalActivity : Parent Liaison Professional Development

Sep 6, 2009: Provide parent liaison w/materials, ideas and instructions for work packet Person : Title 1 StaffActivity : Parent Workshops

Sep 27, 2009: Schedule ESL assistants to attend parent workshops for translations Person : AdministratorActivity : ESL schools- Language Barrier for parent involvement

Sep 27, 2009: Parent Liaison goes to all the meetings as scheduled Person : AdministratorActivity : Title 1 Parent Liaison meetings

Oct 11, 2009 : Attend Parent Liaison Meeting w/Title 1 Facilitator Person : PrincipalActivity : Parent Liaison Professional Development

Oct 11, 2009 : Provide parent liaison w/materials, ideas and instructions for work packet Person : Title 1 StaffActivity : Parent Workshops

Oct 25, 2009 : Schedule ESL assistants to attend parent workshops for translations Person : AdministratorActivity : ESL schools- Language Barrier for parent involvement

Oct 25, 2009 : Parent Liaison goes to all the meetings as scheduled Person : AdministratorActivity : Title 1 Parent Liaison meetings

Nov 8, 2009 : Attend Parent Liaison Meeting w/Title 1 Facilitator Person : PrincipalActivity : Parent Liaison Professional Development

Nov 8, 2009 : Provide parent liaison w/materials, ideas and instructions for work packet Person : Title 1 StaffActivity : Parent Workshops

43

Nov 29, 2009 : Schedule ESL assistants to attend parent workshops for translations Person : AdministratorActivity : ESL schools- Language Barrier for parent involvement

Nov 29, 2009 : Parent Liaison goes to all the meetings as scheduled Person : AdministratorActivity : Title 1 Parent Liaison meetings

Dec 1, 2009: Collect and record parent data Person : administrationActivity : First semester Strategy Data

Dec 1, 2009: Collect and record staff data Person : administrationActivity : First semester Strategy Data

Dec 6, 2009: Attend Parent Liaison Meeting w/Title 1 Facilitator Person : PrincipalActivity : Parent Liaison Professional Development

Dec 6, 2009: Provide parent liaison w/materials, ideas and instructions for work packet Person : Title 1 StaffActivity : Parent Workshops

Dec 27, 2009: Schedule ESL assistants to attend parent workshops for translations Person : AdministratorActivity : ESL schools- Language Barrier for parent involvement

Dec 27, 2009: Parent Liaison goes to all the meetings as scheduled Person : AdministratorActivity : Title 1 Parent Liaison meetings

Jan 10, 2010 : Attend Parent Liaison Meeting w/Title 1 Facilitator Person : PrincipalActivity : Parent Liaison Professional Development

Jan 31, 2010 : Schedule ESL assistants to attend parent workshops for translations Person : AdministratorActivity : ESL schools- Language Barrier for parent involvement

Jan 31, 2010 : Parent Liaison goes to all the meetings as scheduled Person : AdministratorActivity : Title 1 Parent Liaison meetings

Feb 7, 2010: Attend Parent Liaison Meeting w/Title 1 Facilitator Person : PrincipalActivity : Parent Liaison Professional Development

Feb 28, 2010: Schedule ESL assistants to attend parent workshops for translations Person : AdministratorActivity : ESL schools- Language Barrier for parent involvement

Feb 28, 2010: Parent Liaison goes to all the meetings as scheduled Person : AdministratorActivity : Title 1 Parent Liaison meetings

Mar 7, 2010: Attend Parent Liaison Meeting w/Title 1 Facilitator Person : PrincipalActivity : Parent Liaison Professional Development

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Mar 28, 2010: Schedule ESL assistants to attend parent workshops for translations Person : AdministratorActivity : ESL schools- Language Barrier for parent involvement

Mar 28, 2010: Parent Liaison goes to all the meetings as scheduled Person : AdministratorActivity : Title 1 Parent Liaison meetings

Apr 11, 2010 : Attend Parent Liaison Meeting w/Title 1 Facilitator Person : PrincipalActivity : Parent Liaison Professional Development

May 15, 2010: Collect and record parent data Person : administrationActivity : Second semester Strategy Data

May 15, 2010: Collect and record staff data Person : administrationActivity : Second semester Strategy Data

Peer Review for SIP, 0: End of semester survey from all participants

Person : TaylorActivity : Assessment

Aug , 2009 : Explain program Person : Ms. ParidoActivity : Kick off meeting

Aug , 2009 : Meet partners Person : Ms. ParidoActivity : Kick off meeting

Aug , 2009 : Set dates Person : Ms. ParidoActivity : Kick off meeting

Aug , 2009 : Identify sucessful School (AYP) similar demographics, size and curriculum Person : BarrickActivity : Peer Review select partner school

Aug , 2009 : Secure teacher cotact list Person : GordonActivity : Peer Review select partner school

Aug 10, 2009 : Collect and record % of teachers who implement new stratagies from partner schools Person : Ms. ParidoActivity : Baseline Strategy Data

Sep , 2009: Schedule Shadowing for 1st and second semester Person : MaldanandoActivity : Assessment

Sep , 2009: Assign peer review partners...with similar grade and content Person : SeydelActivity : Peer Review select partner school

Dec , 2009: End of semester survey from all participants Person : TaylorActivity : Assessment

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Dec 1, 2009: Collect and record % of teachers who implement new stratagies from partner schools

Person : Ms. ParidoActivity : First semester Strategy Data

Jan , 2010 : Discuss Successes Person : Mr. GordonActivity : Mid year evaluations

Jan , 2010 : Review Evaluations Person : Mr. GordonActivity : Mid year evaluations

Jan , 2010 : Update programs Person : Mr. GordonActivity : Mid year evaluations

May 30, 2010: Collect and record % of teachers who implement new stratagies from partner schools Person : Ms. ParidoActivity : Second semester Strategy Data

Predictor & End of Semester AssessmentsAug 15, 2009 : Offer encouragement to share their expertise with others

Person : Mrs. Rambo, PrincipalActivity : Reluctant staff members who will not join colleagues in collaboration to improve student learning

Aug 20, 2009 : Meet with principal to address concerns. Person : Mrs. Rambo, PrincipalActivity : Meet in STPT meeting to address concerns.

Aug 27, 2009 : Meet with principal to address concerns. Person : Mrs. Rambo, PrincipalActivity : Meet in STPT meeting to address concerns.

Sep 1, 2009: Collect the Activities developed and used to address non-mastered indicators Person : Mrs. Rambo, PrincipalActivity : First Semester: Collect the Activities developed and used to address non-mastered indicators

Sep 1, 2009: Collect the STPT minutes 1st semester Person : Mrs. Rambo, PrincipalActivity : First Semester: Collect the STPT minutes

Sep 3, 2009: Meet with principal to address concerns. Person : Mrs. Rambo, PrincipalActivity : Meet in STPT meeting to address concerns.


Sep 15, 2009: Offer encouragement to share their expertise with others Person : Mrs. Rambo, PrincipalActivity : Reluctant staff members who will not join colleagues in collaboration to improve student learning


46


Oct 1, 2009 : Collect the Activities developed and used to address non-mastered indicators Person : Mrs. Rambo, PrincipalActivity : First Semester: Collect the Activities developed and used to address non-mastered indicators

Oct 1, 2009 : Collect the STPT minutes 1st semester Person : Mrs. Rambo, PrincipalActivity : First Semester: Collect the STPT minutes

Oct 1, 2009 : Develop sponge or bell ringers adressing non-mastered standards and indicators. Person : Mrs. RamboActivity : Identify non-mastered standards and indicators

Oct 1, 2009 : Meet with principal to address concerns. Person : Mrs. Rambo, PrincipalActivity : Meet in STPT meeting to address concerns.

Oct 1, 2009 : Develop activities for working with students on intervention activities to address non-mastered indicators. Person : Mrs. Rambo, PrincipalActivity : Review Predictor Test results

Oct 1, 2009 : At one of the STPT meetings each month, staff discuss the data and strategies and develop sponge or bell ringeractivities that can be used to drive instruction in the classroom.

Person : Mrs. Rambo, PrincipalActivity : Using predictor and end of semester data to drive instruction



Oct 15, 2009 : Offer encouragement to share their expertise with others Person : Mrs. Rambo, PrincipalActivity : Reluctant staff members who will not join colleagues in collaboration to improve student learning



Nov 1, 2009 : Collect the Activities developed and used to address non-mastered indicators Person : Mrs. Rambo, PrincipalActivity : First Semester: Collect the Activities developed and used to address non-mastered indicators

Nov 1, 2009 : Collect the STPT minutes 1st semester Person : Mrs. Rambo, PrincipalActivity : First Semester: Collect the STPT minutes

Nov 1, 2009 : At one of the STPT meetings each month, staff discuss the data and strategies and develop sponge or bell ringeractivities that can be used to drive instruction in the classroom.


47

Nov 5, 2009 : Meet with principal to address concerns. Person : Mrs. Rambo, PrincipalActivity : Meet in STPT meeting to address concerns.


Nov 15, 2009 : Offer encouragement to share their expertise with others Person : Mrs. Rambo, PrincipalActivity : Reluctant staff members who will not join colleagues in collaboration to improve student learning



Dec 1, 2009: Collect the Activities developed and used to address non-mastered indicators Person : Mrs. Rambo, PrincipalActivity : First Semester: Collect the Activities developed and used to address non-mastered indicators

Dec 1, 2009: Collect the STPT minutes 1st semester Person : Mrs. Rambo, PrincipalActivity : First Semester: Collect the STPT minutes

Dec 1, 2009: At one of the STPT meetings each month, staff discuss the data and strategies and develop sponge or bell ringeractivities that can be used to drive instruction in the classroom.


Dec 3, 2009: Develop sponge or bell ringers adressing non-mastered standards and indicators. Person : Mrs. RamboActivity : Identify non-mastered standards and indicators

Dec 3, 2009: Meet with principal to address concerns. Person : Mrs. Rambo, PrincipalActivity : Meet in STPT meeting to address concerns.

Dec 3, 2009: Develop activities for working with students on intervention activities to address non-mastered indicators. Person : Mrs. Rambo, PrincipalActivity : Review Predictor Test results


Dec 15, 2009: Offer encouragement to share their expertise with others Person : Mrs. Rambo, PrincipalActivity : Reluctant staff members who will not join colleagues in collaboration to improve student learning



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Jan 1, 2010 : Collect activities used to address non-mastered indicators Person : Mrs. Rambo, PrincipalActivity : Second Semester: Collect the Activities developed and used to address non-mastered indicators

Jan 1, 2010 : Collect the STPT minutes 2nd semester Person : Mrs. Rambo, PrincipalActivity : Second Semester: Collect the STPT minutes

Jan 1, 2010 : At one of the STPT meetings each month, staff discuss the data and strategies and develop sponge or bell ringeractivities that can be used to drive instruction in the classroom.


Jan 7, 2010 : Meet with principal to address concerns. Person : Mrs. Rambo, PrincipalActivity : Meet in STPT meeting to address concerns.

Jan 10, 2010 : Develop activities and a plan for working with students on intervention activites to address non-masteredindicators.

Person : Mrs. Rambo, PrincipalActivity : Review of End of Semester test results


Jan 15, 2010 : Offer encouragement to share their expertise with others Person : Mrs. Rambo, PrincipalActivity : Reluctant staff members who will not join colleagues in collaboration to improve student learning



Feb 1, 2010: Collect the STPT minutes 2nd semester Person : Mrs. Rambo, PrincipalActivity : Second Semester: Collect the STPT minutes

Feb 1, 2010: At one of the STPT meetings each month, staff discuss the data and strategies and develop sponge or bell ringeractivities that can be used to drive instruction in the classroom.


Feb 4, 2010: Develop sponge or bell ringers adressing non-mastered standards and indicators. Person : Mrs. RamboActivity : Identify non-mastered standards and indicators

Feb 4, 2010: Meet with principal to address concerns. Person : Mrs. Rambo, PrincipalActivity : Meet in STPT meeting to address concerns.

Feb 4, 2010: Develop activities for working with students on intervention activities to address non-mastered indicators. Person : Mrs. Rambo, PrincipalActivity : Review Predictor Test results

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Feb 10, 2010: Develop activities and a plan for working with students on intervention activites to address non-masteredindicators.



Feb 12, 2010: Collect activities used to address non-mastered indicators Person : Mrs. Rambo, PrincipalActivity : Second Semester: Collect the Activities developed and used to address non-mastered indicators

Feb 15, 2010: Offer encouragement to share their expertise with others Person : Mrs. Rambo, PrincipalActivity : Reluctant staff members who will not join colleagues in collaboration to improve student learning



Mar 1, 2010: Collect the STPT minutes 2nd semester Person : Mrs. Rambo, PrincipalActivity : Second Semester: Collect the STPT minutes

Mar 1, 2010: At one of the STPT meetings each month, staff discuss the data and strategies and develop sponge or bell ringeractivities that can be used to drive instruction in the classroom.


Mar 4, 2010: Meet with principal to address concerns. Person : Mrs. Rambo, PrincipalActivity : Meet in STPT meeting to address concerns.

Mar 10, 2010: Develop activities and a plan for working with students on intervention activites to address non-masteredindicators.



Mar 15, 2010: Offer encouragement to share their expertise with others Person : Mrs. Rambo, PrincipalActivity : Reluctant staff members who will not join colleagues in collaboration to improve student learning



50

Mar 26, 2010: Collect activities used to address non-mastered indicators Person : Mrs. Rambo, PrincipalActivity : Second Semester: Collect the Activities developed and used to address non-mastered indicators

Apr 1, 2010 : Meet with principal to address concerns. Person : Mrs. Rambo, PrincipalActivity : Meet in STPT meeting to address concerns.

Apr 1, 2010 : Collect the STPT minutes 2nd semester Person : Mrs. Rambo, PrincipalActivity : Second Semester: Collect the STPT minutes

Apr 1, 2010 : At one of the STPT meetings each month, staff discuss the data and strategies and develop sponge or bell ringeractivities that can be used to drive instruction in the classroom.


Apr 8, 2010 : Develop sponge or bell ringers adressing non-mastered standards and indicators. Person : Mrs. RamboActivity : Identify non-mastered standards and indicators


Apr 8, 2010 : Develop activities for working with students on intervention activities to address non-mastered indicators. Person : Mrs. Rambo, PrincipalActivity : Review Predictor Test results

Apr 10, 2010 : Develop activities and a plan for working with students on intervention activites to address non-masteredindicators.



Apr 15, 2010 : Offer encouragement to share their expertise with others Person : Mrs. Rambo, PrincipalActivity : Reluctant staff members who will not join colleagues in collaboration to improve student learning



May 1, 2010: Collect the STPT minutes 2nd semester Person : Mrs. Rambo, PrincipalActivity : Second Semester: Collect the STPT minutes

May 1, 2010: At one of the STPT meetings each month, staff discuss the data and strategies and develop sponge or bell ringeractivities that can be used to drive instruction in the classroom.


May 6, 2010: Meet with principal to address concerns. Person : Mrs. Rambo, PrincipalActivity : Meet in STPT meeting to address concerns.

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May 7, 2010: Collect activities used to address non-mastered indicators

Person : Mrs. Rambo, PrincipalActivity : Second Semester: Collect the Activities developed and used to address non-mastered indicators

May 10, 2010: Develop activities and a plan for working with students on intervention activites to address non-masteredindicators.



May 15, 2010: Offer encouragement to share their expertise with others Person : Mrs. Rambo, PrincipalActivity : Reluctant staff members who will not join colleagues in collaboration to improve student learning


May 22, 2010: Collect student plans Person : Mrs. Rambo, PrincipalActivity : Second Semester: Collect student plans developed to work with students on intervention strategies

School-Parent Involvement Policy, 0: Schedule ESL assistants to attend parent workshops for translations

Person : PrincipalActivity : ESL schools- Language Barrier for parent involvement

, 0: Have a comfortable and inviting place to attend morning, afternoon and evening sessions and have a parent room Person : Parent LiaisonActivity : Meeting place and time for Parent workshops/meetings

, 0: Attend Parent Liaison Meeting w/Title 1 Facilitator Person : PrincipalActivity : Parent Liaison Professional Development

, 0: Provide parent liaison w/materials, ideas and instructions for work packet Person : Title 1 StaffActivity : Parent Workshops

, 0: Parent Liaison goes to all the meetings as scheduled Person : PrincipalActivity : Title 1 Parent Liaison meetings

, 2009: Schedule ESL assistants to attend parent workshops for translations Person : PrincipalActivity : ESL schools- Language Barrier for parent involvement

, 2009: Have a comfortable and inviting place to attend morning, afternoon and evening sessions and have a parent room Person : Parent LiaisonActivity : Meeting place and time for Parent workshops/meetings

, 2009: Attend Parent Liaison Meeting w/Title 1 Facilitator Person : PrincipalActivity : Parent Liaison Professional Development

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, 2009: Parent Liaison goes to all the meetings as scheduled Person : PrincipalActivity : Title 1 Parent Liaison meetings

Apr 19, 2009 : Have a comfortable and inviting place to attend morning, afternoon and evening sessions and have a parentroom

Person : Parent LiaisonActivity : Meeting place and time for Parent workshops/meetings


Apr 19, 2009 : Provide parent liaison w/materials, ideas and instructions for work packet Person : Title 1 StaffActivity : Parent Workshops

May 19, 2009: Attend Parent Liaison Meeting w/Title 1 Facilitator Person : PrincipalActivity : Parent Liaison Professional Development

May 19, 2009: Provide parent liaison w/materials, ideas and instructions for work packet Person : Title 1 StaffActivity : Parent Workshops

Jun 19, 2009 : Attend Parent Liaison Meeting w/Title 1 Facilitator Person : PrincipalActivity : Parent Liaison Professional Development

Jun 19, 2009 : Provide parent liaison w/materials, ideas and instructions for work packet Person : Title 1 StaffActivity : Parent Workshops

Jul 19, 2009 : Attend Parent Liaison Meeting w/Title 1 Facilitator Person : PrincipalActivity : Parent Liaison Professional Development

Jul 19, 2009 : Provide parent liaison w/materials, ideas and instructions for work packet Person : Title 1 StaffActivity : Parent Workshops

Aug , 2009 : Provide parent liaison w/materials, ideas and instructions for work packet Person : Title 1 StaffActivity : Parent Workshops

Aug , 2009 : Visit Homes Person : Parent LiaisonActivity : Parent Workshops

Aug 19, 2009 : Attend Parent Liaison Meeting w/Title 1 Facilitator Person : PrincipalActivity : Parent Liaison Professional Development

Aug 19, 2009 : Provide parent liaison w/materials, ideas and instructions for work packet Person : Title 1 StaffActivity : Parent Workshops

Sep 19, 2009: Attend Parent Liaison Meeting w/Title 1 Facilitator Person : PrincipalActivity : Parent Liaison Professional Development

53

Sep 19, 2009: Provide parent liaison w/materials, ideas and instructions for work packet Person : Title 1 StaffActivity : Parent Workshops

Oct 19, 2009 : Attend Parent Liaison Meeting w/Title 1 Facilitator Person : PrincipalActivity : Parent Liaison Professional Development

Oct 19, 2009 : Provide parent liaison w/materials, ideas and instructions for work packet Person : Title 1 StaffActivity : Parent Workshops

Nov 19, 2009 : Attend Parent Liaison Meeting w/Title 1 Facilitator Person : PrincipalActivity : Parent Liaison Professional Development

Nov 19, 2009 : Provide parent liaison w/materials, ideas and instructions for work packet Person : Title 1 StaffActivity : Parent Workshops

Dec 19, 2009: Attend Parent Liaison Meeting w/Title 1 Facilitator Person : PrincipalActivity : Parent Liaison Professional Development

Dec 19, 2009: Provide parent liaison w/materials, ideas and instructions for work packet Person : Title 1 StaffActivity : Parent Workshops

Jan 19, 2010 : Attend Parent Liaison Meeting w/Title 1 Facilitator Person : PrincipalActivity : Parent Liaison Professional Development

Jan 19, 2010 : Provide parent liaison w/materials, ideas and instructions for work packet Person : Title 1 StaffActivity : Parent Workshops

Feb 19, 2010: Attend Parent Liaison Meeting w/Title 1 Facilitator Person : PrincipalActivity : Parent Liaison Professional Development

Feb 19, 2010: Provide parent liaison w/materials, ideas and instructions for work packet Person : Title 1 StaffActivity : Parent Workshops

Mar 19, 2010: Attend Parent Liaison Meeting w/Title 1 Facilitator Person : PrincipalActivity : Parent Liaison Professional Development

Mar 19, 2010: Provide parent liaison w/materials, ideas and instructions for work packet Person : Title 1 StaffActivity : Parent Workshops


Apr 19, 2010 : Provide parent liaison w/materials, ideas and instructions for work packet Person : Title 1 StaffActivity : Parent Workshops

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Student Graduation PlanSep 15, 2009: Counselor will work with parents and students in grades 7 and 8 to submit an application for the Twenty-FirstCentury Scholars Gear Up Program

Person : Mrs. Jarrell, CounselorActivity : Apply for Twenty-First Scholars Gear Up Program Grant

Sep 15, 2009: Principal/Social Worker/Parent Liaisons attend 7th grade graduation plan meeting. Person : Joan HarrellActivity : Introduction to the 7th grade graduation plan

Sep 15, 2009: Counselor of 7th grade students will meet and review the 7th grade graduation materials and resources. Person : Mrs. Jarrell, CounselorActivity : Review and discuss the 7th grade graduation plan materials and resources.

Oct 15, 2009 : Counselor will work with parents and students in grades 7 and 8 to submit an application for the Twenty-FirstCentury Scholars Gear Up Program


Oct 15, 2009 : Principal/School Team attend refresher session on graduation plans Person : IPS Lead CounselorsActivity : Graduation Plan Refresher Session

Oct 15, 2009 : The Counselor will meet with the 7th grade students in a group and introduce to them the graduation plan andexplain the steps that will take place through the school year to complete this plan.

Person : Mrs. Jarrell, CounselorActivity : Introduce to students in the 7th grade graduation plan and its purpose

Nov 15, 2009 : Counselor will work with parents and students in grades 7 and 8 to submit an application for the Twenty-FirstCentury Scholars Gear Up Program


Nov 15, 2009 : Counselor/Media Specialist will help students complete either electronically or by paper and pencil a learningstyles inventory found on the Learn More Indiana website.

Person : Mrs. Jarrell, CounselorActivity : Complete a learning styles inventory

Dec 15, 2009: Counselor will lead a parent/student meeting where they learn the basics of the three different Core 40 diplomaoptions and parent and student pick one as a goal. Parents are to sign this plan.

Person : Mrs. Jarrell, CounselorActivity : 7th grade graduation plan Parent/Student meeting

Dec 15, 2009: Counselor will work with parents and students in grades 7 and 8 to submit an application for the Twenty-FirstCentury Scholars Gear Up Program


Dec 15, 2009: Collect a checklist which indicates each student’s name listed and the activities they have completed as ofDecember

Person : Mrs. Jarrell, CounselorActivity : First Semester

Dec 17, 2009: Counselor/Media Specialist will help students to complete either electronically or by paper and pencil a careerinterest inventory found on the Learn More Indiana website.

Person : Mrs. Jarrell, CounselorActivity : Complete a career interest inventory

Jan 15, 2010 : Counselor will work with parents and students in grades 7 and 8 to submit an application for the Twenty-FirstCentury Scholars Gear Up Program

Person : Mrs. Jarrell, Counselor

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Activity : Apply for Twenty-First Scholars Gear Up Program Grant

Jan 15, 2010 : Counselor/Social Worker/Parent Liaison will contact the parent to set up another time to meet with the parent togo over the graduation plan with parent and student.

Person : Mr. Cullen, Social WorkerActivity : Parents do not attend the 7th grade graduation plan meeting

Feb 1, 2010: Students lead by the Counselor will go over and discuss the activities in the On Track mini magazine Person : Mrs. Jarrell, CounselorActivity : Read the On Track mini magazine and complete the activities


Feb 15, 2010: Counselor will work with parents and students in grades 7 and 8 to submit an application for the Twenty-FirstCentury Scholars Gear Up Program




Mar 1, 2010: Students lead by the Counselor will go over and discuss the activities in the On Track mini magazine Person : Mrs. Jarrell, CounselorActivity : Read the On Track mini magazine and complete the activities

Mar 15, 2010: Counselor will work with parents and students in grades 7 and 8 to submit an application for the Twenty-FirstCentury Scholars Gear Up Program


Mar 15, 2010: Principal will discuss the non compliance and proper procedures will be followed so compliance timeline is metby individual.

Person : Mrs. Rambo, PrincipalActivity : Counselor/Media Specialist do not have students complete the inventories.

Mar 15, 2010: Counselor will discuss with each student the results of inventories and career profile exploration and how itrelates to their possible career interests and develop a career plan on the 7th grade graduation plan document.

Person : Mrs. Jarrell, CounselorActivity : Discuss the results of the Learning Styles Inventory. Career Interest Inventory and the Career Profi

Mar 15, 2010: Counselor/Social Worker/Parent Liaison will make contact with the parent and encourage them to apply eachyear.

Person : Mr. Cullen, Social WorkerActivity : Students do not apply for the Twenty-First Century Scholars

Apr 15, 2010 : Counselor will work with parents and students in grades 7 and 8 to submit an application for the Twenty-FirstCentury Scholars Gear Up Program


Apr 15, 2010 : Students will complete all the activities and requirements for the grade level graduation plan in which they arecurrently enrolled

Person : Mrs. Jarrell, CounselorActivity : Complete the graduation plan

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May 15, 2010: Counselor will work with parents and students in grades 7 and 8 to submit an application for the Twenty-FirstCentury Scholars Gear Up Program


May 15, 2010: Include in the documentation a sample of a completed graduation plan form for each grade level. Person : Mrs. Jarrell, CounselorActivity : Include in the documentation a sample of a completed graduation plan form for each grade level.

May 15, 2010: Collect a verification form which has the Social Worker/Counselors signature which indicated that each studenthas an updated graduation plan on file for the current school year.

Person : Mrs. Jarrell, CounselorActivity : Second Semester

Teacher Mentoring ProgramSep 15, 2009: Offer encouragement to share their ideas with others.

Person : Administrator/Director/Instructional Coaches/InSAI ChairActivity : Reluctant staff members who will not join colleagues in collaboration, discussion and reflection to

Sep 15, 2009: Administrator and/or Director will follow the IPS Progressive Discipline procedures Person : Administrator/DirectorActivity : Target staff members who will not attend these sessions.

Sep 30, 2009: Attend training for Introduction to the Charlotte Danielsonâs On-Line PD program. Person : District Strategy Chair personActivity : Introduction to the Charlotte Danielsonâs on Line PD program

Oct 1, 2009 : Teachers needing help with Classroom Management (Domain 2) will be identified during administrator anddirector walkthroughs.

Person : Administrator/DirectorsActivity : Principal Walkthrough Focus Domain 2 â Classroom Management

Oct 9, 2009 : Attend Professional Development session on Domain 2 - Classroom Management. Person : Administrator/Directors/Instructional Coaches/InSAI ChairActivity : Domain 2 â Classroom Management

Oct 9, 2009 : Attend Professional Development session on Domain 2 - Classroom Management. Person : Administrators/Directors/Instructional Coaches/InSAI ChairActivity : Domain 2 â Classroom Management

Oct 15, 2009 : Offer encouragement to share their ideas with others. Person : Administrator/Director/Instructional Coaches/InSAI ChairActivity : Reluctant staff members who will not join colleagues in collaboration, discussion and reflection to

Oct 15, 2009 : Administrator and/or Director will follow the IPS Progressive Discipline procedures Person : Administrator/DirectorActivity : Target staff members who will not attend these sessions.

Oct 16, 2009 : Attend Professional Development session on Domain 2 - Classroom Management. Person : Administrators/Directors/Instructional Coaches/InSAI ChairActivity : Domain 2 â Classroom Management

Oct 22, 2009 : Attend Professional Development session on Domain 2 - Classroom Management. Person : Administrator/Director/Instructional Coaches/InSAI ChairActivity : Domain 2 â Classroom Management

Oct 29, 2009 : Attend Professional Development session on Domain 2 - Classroom Management. Person : Administrator/Director/Instructional Coaches/InSAI ChairActivity : Domain 2 â Classroom Management

57

Oct 30, 2009 : Collect baseline data of targeted teachers Person : Administrator/DirectorActivity : Collect baseline walkthrough data

Nov 6, 2009 : Teachers needing help with Instruction (Domain 3) will be identified during principal and director walkthroughs. Person : Administrator/DirectorActivity : Principal Walkthrough Focus Domain 3 - Instruction

Nov 13, 2009 : Attend Professional Development session on Domain 3 - Instruction Person : Administrator/Director/Instructional Coaches/InSAI ChairActivity : Domain 3 - Instruction

Nov 15, 2009 : Offer encouragement to share their ideas with others. Person : Administrator/Director/Instructional Coaches/InSAI ChairActivity : Reluctant staff members who will not join colleagues in collaboration, discussion and reflection to

Nov 15, 2009 : Administrator and/or Director will follow the IPS Progressive Discipline procedures Person : Administrator/DirectorActivity : Target staff members who will not attend these sessions.

Nov 20, 2009 : Attend Professional Development session on Domain 3 - Instruction Person : Administrator/Director/Instructional Coaches/InSAI ChairActivity : Domain 3 - Instruction

Dec 11, 2009: Attend Professional Development session on Domain 3 - Instruction Person : Administrator/Director/Instructional Coaches/InSAI ChairActivity : Domain 3 - Instruction

Dec 15, 2009: Collect first semester walkthrough/observation/evaluation data of targeted teachers Person : Administrator/DirectorActivity : Collect first semester walkthrough/observation/evaluation data

Dec 15, 2009: Offer encouragement to share their ideas with others. Person : Administrator/Director/Instructional Coaches/InSAI ChairActivity : Reluctant staff members who will not join colleagues in collaboration, discussion and reflection to

Dec 15, 2009: Administrator and/or Director will follow the IPS Progressive Discipline procedures Person : Administrator/DirectorActivity : Target staff members who will not attend these sessions.

Jan 15, 2010 : Attend Professional Development session on Domain 3 - Instruction Person : Administrator/Director/Instructional Coaches/InSAI ChairActivity : Domain 3 - Instruction

Jan 15, 2010 : Offer encouragement to share their ideas with others. Person : Administrator/Director/Instructional Coaches/InSAI ChairActivity : Reluctant staff members who will not join colleagues in collaboration, discussion and reflection to

Jan 15, 2010 : Administrator and/or Director will follow the IPS Progressive Discipline procedures Person : Administrator/DirectorActivity : Target staff members who will not attend these sessions.

Jan 22, 2010 : Teachers needing help with Planning and Preparation (Domain 1) will be identified during principal and directorwalkthroughs.

Person : Administrator/DirectorActivity : Principal/Director Walkthrough Domain 1 â Planning and Preparation

Feb 5, 2010: Attend Professional Development session on Domain 1 â Planning and Preparation Person : Administrator/Director/Instructional Coaches/InSAI ChairActivity : Domain 1 - Planning and Preparation

58

Feb 15, 2010: Offer encouragement to share their ideas with others. Person : Administrator/Director/Instructional Coaches/InSAI ChairActivity : Reluctant staff members who will not join colleagues in collaboration, discussion and reflection to

Feb 15, 2010: Administrator and/or Director will follow the IPS Progressive Discipline procedures Person : Administrator/DirectorActivity : Target staff members who will not attend these sessions.

Feb 26, 2010: Attend Professional Development session on Domain 1 â Planning and Preparation Person : Administrator/Director/Instructional Coaches/InSAI ChairActivity : Domain 1 - Planning and Preparation

Mar 12, 2010: Attend Professional Development session on Domain 1 â Planning and Preparation Person : Administrator/Director/Instructional Coaches/InSAI ChairActivity : Domain 1 - Planning and Preparation

Mar 15, 2010: Offer encouragement to share their ideas with others. Person : Administrator/Director/Instructional Coaches/InSAI ChairActivity : Reluctant staff members who will not join colleagues in collaboration, discussion and reflection to

Mar 15, 2010: Administrator and/or Director will follow the IPS Progressive Discipline procedures Person : Administrator/DirectorActivity : Target staff members who will not attend these sessions.

Mar 26, 2010: Attend Professional Development session on Domain 1 â Planning and Preparation Person : Administrator/Director/Instructional Coaches/InSAI ChairActivity : Domain 1 - Planning and Preparation

Apr 15, 2010 : Offer encouragement to share their ideas with others. Person : Administrator/Director/Instructional Coaches/InSAI ChairActivity : Reluctant staff members who will not join colleagues in collaboration, discussion and reflection to

Apr 15, 2010 : Administrator and/or Director will follow the IPS Progressive Discipline procedures Person : Administrator/DirectorActivity : Target staff members who will not attend these sessions.

Apr 16, 2010 : Teachers needing help with Professional responsibilities (Domain 4) will be identified during principal/directorwalkthroughs

Person : Administrator/DirectorActivity : Principal / Director Walkthroughs â Domain 4 â Professional Responsibilities

Apr 30, 2010 : Attend Professional Development session on Domain 4 â Professional Responsibilities Person : Administrator/Director/Instructional Coaches/InSAI ChairActivity : Domain 4 â Professional Responsibilities

May 14, 2010: Attend Professional Development session on Domain 4 â Professional Responsibilities Person : Administrator/Director/Instructional Coaches/InSAI ChairActivity : Domain 4 â Professional Responsibilities

May 15, 2010: Collect second semester walkthrough/observation/evaluation data of targeted teachers Person : Administrator/DirectorActivity : Collect second semester walkthrough/observation/evaluation data

May 15, 2010: Offer encouragement to share their ideas with others. Person : Administrator/Director/Instructional Coaches/InSAI ChairActivity : Reluctant staff members who will not join colleagues in collaboration, discussion and reflection to

May 15, 2010: Administrator and/or Director will follow the IPS Progressive Discipline procedures Person : Administrator/DirectorActivity : Target staff members who will not attend these sessions.

59

May 28, 2010: Attend Professional Development session on Domain 4 â Professional Responsibilities Person : Administrator/Director/Instructional Coaches/InSAI ChairActivity : Domain 4 â Professional Responsibilities

TESAAug 10, 2009 : Collect and record % of new teachers who identify higher expectations for students originally identified as beingin the "low expectations" group/Tool - TESA Teacher Report

Person : administratorActivity : Baseline Strategy Data

Dec 1, 2009: Collect and record % of new teachers who identify higher expectations for students originally identified as being inthe "low expectations" group/Tool - TESA Teacher Report

Person : administratorActivity : First semester Strategy Data

Dec 1, 2009: Collect and record % of previously trained teachers who purposely address three of the 15 TESA indicators intheir classrooms/Tool - TESA Teacher Report

Person : administratorActivity : First semester Strategy Data

May 30, 2010: Collect and record % of new teachers who identify higher expectations for students originally identified as beingin the "low expectations" group/Tool - TESA Teacher Report

Person : administratorActivity : Second semester Strategy Data

May 30, 2010: Collect and record % of previously trained teachers who purposely address three of the 15 TESA indicators intheir classrooms/Tool - TESA Teacher Report

Person : administratorActivity : Second semester Strategy Data

Timely Additional AssistanceMay , 2009: Write into the master schedule

Person : AdministratorActivity : Enrichment Class for all students (40 minutes everyday)

May , 2009: Write into the master schedule Person : AdministratorActivity : ESL Vocabulary Lab

Jul , 2009 : Conduct workshop on ESL Vocabulary Lab Person : Principal/District OfficeActivity : Workshops for teachers

Jul , 2009 : Conduct workshop on Learning Lab Person : PrincipalActivity : Workshops for teachers

Aug , 2009 : Collect baseline data on effectiveness of learning lab, ESL lab, and enrichment curriculum Person : AdministratorActivity : Collect baseline data

Aug , 2009 : Provide focused lesson plans for enrichment classes Person : AdministratorActivity : Enrichment Class for all students (40 minutes everyday)

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Aug , 2009 : Meet w/ coaches for professional development workshop Person : instructional coachesActivity : Professional development

Aug , 2009 : observations Person : administration and instructional coachesActivity : Professional development

Aug , 2009 : Conduct workshop on Enrichment Curriculum Person : PrincipalActivity : Workshops for teachers

Aug 1, 2009 : Set up lab Person : Administrators/TeachesActivity : ESL Vocabulary Lab

Aug 1, 2009 : Set up lab Person : Administratiors/TeacherActivity : Learning Lab for remediation after district assessments

Sep 1, 2009: Vocabulary Classes in ESL Lab every day Person : TeacherActivity : ESL Vocabulary Lab

Sep 1, 2009: Remediation Classes in Learning Lab-every day Person : TeacherActivity : Learning Lab for remediation after district assessments

Dec , 2009: Collect first semester data on effectiveness of learning lab, ESL lab, and enrichment curriculum Person : AdministratorActivity : Collect first semester follow up data

May , 2010: Collect second semester data on effectiveness of learning lab, ESL lab, and enrichment curriculum Person : AdministratorActivity : Collect second semester follow up data

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Indiana Student Achievement Institute

Continuous Improvement Timeline

First Year Schools Second Year Schools Third Year and Beyond

Schools

Oct Session 1:Getting Started

Local Mtgs: Rationale for Change

New Steering Team Member (optional)

Session 1:Improvement Plan Implementation

New Steering Team Member (optional)

Session 1: Kick-Off / Monitoring / Mentoring

Nov Session 2 Visioning

Tech Training 1 (two people per school)

Local Mtgs: Visioning

Tech Training 1 (optional)

Local Mtgs – SIP ImplementationRoles & Responsibilities


Local Mtgs – SIP ImplementationRoles & Responsibilities

Dec Session 3:Achievement Data Analysis

Local Mtgs: Achievement Data Targets

Session 2:SIP Evaluation & Revision

Local Mtgs: Sch. Imp. Plan Revision

Jan Session 4:Areas of Concern & Research Assignments

Local Mtgs: Areas of Concern

Session 2:SIP Review & Revision

Local Mtgs: Sch. Imp. Plan Revision

Session 5:

Feb 3 Session 6:InSAI Conference on Learning

Strategy Research Group Meetings:Local Mtgs – Strategy Selection

InSAI Conference on Learning (optional)

InSAI Conference on Learning (optional)

Feb / Mar

Session 7: (strategy chairs only)Strategy Plans

Tech Training 2 (two people per school)

Strategy Task Force Mtg – Strategy Plans

Session 3 (strategy chairs only):Writing Strategy Plans


Strategy Committees – Strategy Plans

Session 3: (strategy chairs only):Writing Strategy Plans


Strategy Committees – Strategy Plans

Apr 1st Fri. in April: All submissions due online

1st Fri. in April: All submissions due online

1st Fri. in April: All submissions due online

Session 7:Strategy Plan Review:One hour individual appointment



May 1st Fri in May: Revisions due online

3rd Fri in May: Schools mail hardcopies(after status of all submissions is“meets criteria”)

1st Fri in May: Revisions due online


1st Fri in May: Revisions due online


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collected reports for willard j gambold middle school€¦ · goals - % graduating (high schools...

Documents